(Write an introduction to the Project and the school itself. Also write about Mathematics)
Rationale
Problem
Research Methodology
Quantitative research – talk about what is it and do a small comparison with Qualitative research RESEARC METODOLO!" Research Method#Design
on! e"perimental research
Limitations
Sam$le Process#Design
#ar$et population% #he $roup of people to whom we want our research results to appl& 'tud& population% #he people who meet our operational definition of the tar$et population esearch sample% #he members of the stud& population from whom we collect our data nstrument *esi$n
(#ar$et population – All students who sat +',+ from the research site (school) for the &ears -// – -/0) ('ample – All students who sat +',+ Mathematics from the research site (school) for the &ears -// – -/0) 1 All students who sat +',+ Mathematics and Ph&sics from the research site (school) for the &ears -// – -/0) 1
All students who sat +',+ Mathematics and Accounts from the research site (school) for the &ears -// – -/0) All students who sat +',+ Mathematics from the research site (school) for the &ears -// – -/0) 1 All students who sat +',+ Mathematics from the research site (school) for the &ears -// – -/0) on! probabilit& samplin$ more specificall& 2+onvenient samplin$ was done % +ollectin$ sample who are most convenientl& available for the surve&. #his as all students who did mathematics 1 mathematics and ph&sics 1 mathematics and accounts was used for the sample. Instr%ment Design
Data Management
'econdar& data is the data that have been alread& collected and recorded b& someone else and readil& available from other sources. *ue to the nature of the data3 the researcher was not allowed to mine the data. 4ence the actual collection of data from the +',+ broadsheets at the school was done b& and tabulated b& the nte$rated Mathematics #eacher. #he accurac& of the data was then check three times b& other teachers of the Mathematics *epartment. 'ince students names could not be used3 students were assi$ned a number in numerical order as the& appear on the broadsheet. nitial tabulation done b& the nte$rated Mathematics teacher was done usin$ 567 for those who passed the subject and 5"7. #he research then chan$ed the 567 with /8s and the 5"7 with 8s. (*ata 'ecurit& !)
OR!ANI&ATION O' DATA
1n receipt of the tabular data from the nte$rated Mathematics teacher3 and after codin$ the data to numerical responses3 the responses for each &ear was totalled and percenta$e pass rate was obtained for each &ear as shown in the table below. 4ere is the information for &our '9A. Mathematics :ear -/0 -/@
umber that Passed /;< /@=
umber who 'at /== -/;
Percenta$e Pass >;.;? >;.?
-/; -/ -/-//
>= @;@ =/
//= << <; -0
00.;? @=.? @.0? @?
Mathematics and Ph&sics :ear -/0 -/@ -/; -/ -/-//
4ere use the data to draw $raphs (bar charts3 line $raph3 stem and leaf and scatter plots). #hese are all in insert then chart.
Bor maths alone plot &ear a$ainst percenta$e pass. Bor maths and ph&sics and maths and accounts plot two different bar charts line $raph and stem and leaf or &ou can do double ones usin$ different colour for maths and different colour for ph&sics and accounts. Bor the scatter plot3 plot maths a$ainst ph&sics or maths a$ainst accounts. Another email with an e"ample of a presentation and anal&sis of data is sent. #his is for add maths soC..